﻿HISTOKY STUDY IN" THE ELEMBNTAKY SCHOOLS 59 



correlation'; twelve others give 'veiy little' as an answer. To the 

 above should be added twenty-two general statements such as 'do 

 correlate' and 'much correlation'. Eliminating these forty-six sys- 

 terns, 191 are left whose answers show a definite attempt at correla- 

 tion. The methods given follow: fifty-four take subjects for com- 

 positions from history, sixty-nine use history as a basis for both 

 oral and written language work, twelve insist upon correct forms 

 of expression during the history period, twelve use written history 

 lessons as language work, eight use topics from history in the 

 language work, nine write biographies as language exercises, five 

 write long historical themes, two debate historical subjects, six 

 use when convenient liistorical sentences for examples, two com- 

 bine language and history, three grade written history work for 

 errors in English, two dramatize historical events in the primary 

 grades, and two ^^rite character sketches and descriptions of his- 

 torical scenes. One has the children make stories from histors^ 

 topics, one has them copy history in a notebook, one gives a prize 

 for the best essay in the eighth grade on a historical subject, one 

 has the pupils wite a history of the city as composition work, and 

 one teaches historical poems in the language work. 



A summary of the above statements gives the following result: 

 Oral and written language work should be based on material pre- 

 viously taken as history, (126) ; historical themes, character 

 sketches, biographies, and history of the city should be made a 

 part of the composition work. (29) ; written work in history may be 

 made to serve as language work, (15) ; correct English should be 

 insisted upon during the history recitation, (12) ; historical sub- 

 jects should be debated, (2) : language and history should be com- 

 bined, (2) ; historical events should be dramatized, (2). The corre- 

 lation done by the 236 systems cited above is the sort in which 

 most teachers believe. Such correlation can be made without any 

 harm to either history or langTiage. In fact, history receives direct 

 aid from such work. Historical ideas that cannot be expressed in 

 clear-cut English are worth ver^' little to the pupil. The methods 

 of correlation represented in the above table are all good, and 

 should be used with equal emphasis. The correlations between 

 language and history are much more satisfactory than those be- 

 tween reading and history. 



Correlation of History and Geography. The most common 

 way to correlate history and geography is to parallel tliem in the 

 course of study. Eighty-two of the 237 systems reporting follow 



